NURTURING SUSTAINABLE LEARNERS: USING MEDIA LITERACY … · Nurturing Sustainable Leaners: Using...

NURTURING SUSTAINABLE LEARNERS: USING MEDIA LITERACY TO INSPIRE 21ST CENTURY ENVIRONMENTAL SUSTAINABILITY

RESOURCE GUIDE

GRADES: THREE AND FOUR SUBJECT AREAS: LANGUAGE AND SCIENCE AND TECHNOLOGY

Day Learning Goals/Expectations Resources

1 What does responsibility mean to students?

Book: Not my Fault – Chart Paper/ Markers – Co– created anchor chart

Lesson Details Assessment

– Read text Not My Fault – FOCUS READING QUESTION: What is the authors message? Support your answer with evidence from the text and your own ideas. – Introduce APE reading strategy with students (Answer, Proof and Extend) – Co– create with students an anchor chart with the following columns Author’s Message, Evidence from Text, Schema – Read text a– loud with students and ask them to think about the author’s message, give evidence from the text and use their schema to construct meaning

Assessment FOR Learning – Listen to student responses (make a triple t– chart)

– record students responses

– list for: authors message, theme or big idea of the text

and evidence to support their learning

Nurturing Sustainable Leaners: Using Media Literacy to Inspire 21st Century Environmental Sustainability Resource Guide

It’s About Time 2


2 What is the student’s responsibility to the environment?

Book: Not my Fault – Co– created anchor chart from previous day


– Re– read text Not My Fault – Show images of global warming at end of the text only – Review APE reading strategy with students (Answer, Proof and Extend) – Ask students focus question: What is the author’s message about our responsibility to the environment? Support your answer with evidence from the text and your own ideas? – Co– create anchor chart with three headings: Author’s Message, Evidence from the text, Schema

Assessment FOR Learning – Listen to student responses (make a triple t– chart) – record students responses

– list for: authors message, theme or big idea of the text

and evidence to support their learning


3 What action can we take to show environmental sustainability?

– Projector with Computer (internet access) or Smart Board – Chart Paper and Markers – Co– create anchor chart on ways to help reduce the use of plastic bags


– Go to website: http://video.nationalgeographic.com/video/player/environment/going– green– environment/conservation– in– action/norton– bag– env.html – Show plastic bag video and discuss with students what they can do to help reduce the use of plastic bags – Ask students to share ways that students and their families can reduce the use of plastic bags – Students THINK PAIR SHARE about ways they help the environment – record students ideas on anchor chart titled: Ways to help reduce the use of plastic bags

Assessment FOR Learning – Assessing students background knowledge of environmental issues that concern them – Listen fors: make connections to video’s, share background knowledge of environmental issues

http://video.nationalgeographic.com/video/player/environment/going-green-environment/conservation-in-action/norton-bag-env.html

http://video.nationalgeographic.com/video/player/environment/going-green-environment/conservation-in-action/norton-bag-env.html


It’s About Time 3


4 Discuss the author’s message in the text?

– Text: The Lorax – Chart paper and markers – Co– created anchor chart


– Read text The Lorax – At the end of the text create anchor chart with students – Review APE reading strategy with students (Answer, Proof and Extend) – Co– create with students an anchor chart with the following columns Author’s Message, Evidence from Text, Schema – Discuss author’s message with students

Assessment OF Learning

– Listen Fors: Students can discuss author’s message and

give evidence to support their idea, students evidence is

from text, students can extend their thinking and make text

to world/text to self– connections/text– to– text connections


5 – co– create a success criteria for inferring the author’s message

– Text: The Lorax – Co– created anchor chart from previous day – Chart paper and makers


– Re– read text The Lorax – review anchor chart with students – review APE reading strategy with students (Answer, Proof and Extend) – With students co– create success criteria for Inferring the authors message

Assessment FOR Learning

– students can recognize important information for inferring

the author’s message and how to properly construct a

response

– Listen Fors: Students can discuss author’s message and





It’s About Time 4


6 Co– create a rubric of inferring the authors message

– chart paper/projector with MS Word or Smart Board with Notebook 10 software – markers


– Review co– created success criteria from previous day with students – draw a table on chart paper or computer with projector with MS Word or Notebook 10 – make table with learning expectation and a descriptor for each level – tell students this rubric will be used to assess their work

Expectation Level 1 Level 2

Level 3 Level 4

Answer the question: Use the wording of the question in your answer.

Use proof from the text to support your answer.

Use evidence (e.g. quotes from the text).

Extend your thinking.

Use periods and capitals where they belong.

*NOTE THIS CHART IS ONLY A SAMPLE. Should be co– created with students and teacher(s)

– Assessment FOR learning

Listen Fors: Students should

apply success criteria to rubric


7 – What is the author’s message in The Lorax? – Use success criteria to construct student responses

Book: The Lorax – Co– created anchor chart created on day 4 and success criteria chart from day 5 and co– created rubric from day 6 – readers notebook or line paper


– Re– read text The Lorax (optional) – review anchor chart from day 4 – review success criteria chart from day 5 and co– created rubric from day 6 – Leave up all anchor charts for students to reference – In students readers notebook students respond to the focus question: What is the author’s message in the text? Give evidence from the text and your own ideas to support your answer.

Assessment AS Learning: – Look for students using information from anchor charts to support their response


It’s About Time 5


8 – Use teacher Feedback to help students improve our learning

Book: The Lorax – Co– created anchor chart created on day 4 and success criteria chart from day 5 and co– created rubric from day 6 – readers notebook or line paper – sticky notes to give feedback – Chart paper and Markers *See Appendix A for sample feedback anchor chart* – How to Give Effective Feedback to Your Students

by Susan M. Brookhart


– review success criteria chart from day 5 and co– created rubric from day 6 and anchor chart with author’s message created on day 4 – Leave up all anchor charts for students to reference – co– create anchor chart on how to use teacher feedback to improve their learning*See Appendix A for Sample* – Give students Feedback on their writing (choose only one or two items in which to improve/change in their writing) For more information on giving feedback to your students consult How to Give Effective Feedback to Your Students by Susan M. Brookhart – ensure students understand their feedback and then they should go and complete re– write

Assessment OF Learning: – Students should re– write their responses based on teacher directed feedback – Teacher should Assess and assign a mark using co– created rubric on final response – give students final feedback on their response

http://www.goodreads.com/author/show/674239.Susan_M_Brookhart


It’s About Time 6


9 – What is the author’s message in the print ad? – Use co– created Success Criteria to help us find the author’s message

– chart paper/markers

– co– created success criteria chart created in lesson 5

– copy of print Public Service Announcement (PSA) from website

http://www.toronto.ca/wesads/index.htm


– review success criteria chart from day 5 and co– created rubric from day 6 – Show students print ad and ask them focus question: what is the author’s message in the print ad? Use evidence from the text and your own ideas to support your answer. – Review APE reading strategy with students (Answer, Proof and Extend) – Co– create with students an anchor chart with the following columns (see below):

Author’s Message

Evidence from Text

Schema

– Discuss author’s message with students – Leave up all anchor charts for students to reference – co– create anchor chart on how to use teacher feedback to improve their learning

Assessment OF Learning – Listen Fors: Students can discuss author’s message and






It’s About Time 7

Day

Learning Goals/Expectations Resources

10 – What is the author’s message in the print ad? – Use co– created Success Criteria to help us find the author’s message – Co– create level 4 writing sample


– co– created success criteria chart created in day 5



– copy of co– created anchor chart used in day 9


– review success criteria chart from day 5 and co– created rubric from day 6 – Review co– created anchor chart developed in day 9 with the following columns Author’s Message, Evidence from Text, Schema – Co– create shared writing, level 4 example in response to focus question with students – After level 4 example is complete do think– a– loud with students to find evidence of APE within response

Assessment FOR Learning – Listen Fors: Students can discuss author’s message and






It’s About Time 8


11 – What is the author’s message in the print ad? – Use co– created Success Criteria to help us write responses



– level 4 writing example from day 10

– co– created rubric from day 6

– line paper or students Readers Notebook




– review success criteria chart from day 5 and co– created rubric from day 6 – review level 4 writing example from day 10 – review anchor chart created in day 9 – review print ad/PSA and review focus question: what is the author’s message in the print ad? Use evidence from the text and your own ideas to support your answer. – Review APE reading strategy with students (Answer, Proof and Extend) – In students Readers Notebooks or line paper students write response to focus question

Assessment AS Learning – Listen Fors: Students can discuss author’s message and




– students use resources (anchor charts and success

criteria) to respond to focus question



It’s About Time 9


12 – Use teacher feedback to improve our responses to focus question



– level 4 writing example from day 10

– co– created rubric from day 6

– line paper or students Readers Notebook

– how to use teacher feedback anchor chart

– sticky notes




– review success criteria chart from day 5 and co– created rubric from day 6 – review level 4 writing example from day 10 – review anchor chart created in day 9 – review print ad/PSA and review focus question: what is the author’s message in the print ad? Use evidence from the text and your own ideas to support your answer. – Review APE reading strategy with students (Answer, Proof and Extend) – Give students Feedback on their writing (choose only one or two items in which to improve/change in their writing) For more information on giving feedback to your students consult How to Give Effective Feedback to Your Students by Susan M. Brookhart

- ensure students understand their feedback and then they should go and complete re– write

Assessment OF Learning – Students should re– write their responses based on teacher directed feedback – Teacher should Assess and assign a mark using co– created rubric on final response – give students final feedback on their response



It’s About Time 10


13 – How can we make our world green? – What does going green mean?


– Computer with projector (internet) or smart board

– show students clip:

http://video.nationalgeographic.com/video/player/kids/green–

kids/natm– green– tips– kids.html


– Show students interview clip: Green Tips – use clip to help activate student thinking – Make an anchor chart with students with two coloums:

Green Tips What we can do to help

– ask students to fill in chart with their responses

Assessment AS Learning – Listen Fors: can students use their background knowledge to give their own green tips?


14 – Use our knowledge about going green to encourage others to reduce the use of plastic bags.



– review anchor chart created on day 13 on Green tips – create anchor chart with students to help them brain storm ideas (see example below)

Green Tip Reason

– ask students to fill in chart with their responses – co– create chart with students ideas

Assessment FOR Learning – Listen Fors: can students use their background knowledge to give their own green tips?

http://video.nationalgeographic.com/video/player/kids/green-kids/natm-green-tips-kids.html

http://video.nationalgeographic.com/video/player/kids/green-kids/natm-green-tips-kids.html




15 – Use our knowledge about going green to encourage others to reduce the use of plastic bags. – Organize our ideas into a P2 paragraph in shared writing


– Power Writing template (P2) see below

– anchor charts created on day 14 and day 13


– review anchor chart created on day 13 and day 14 – Discuss writing response question with students: Explain how you can encourage others to reduce the use of plastic bags – introduce P2 Power Writing format to students and complete as a shared writing piece with students – model 1

st complete graphic organizer then put ideas into

one paragraph – ask students to help with ideas

Assessment AS Learning – Listen Fors: can students use their background knowledge to give their own green tips? – can students use the P2 Power Writing graphic organizer to organize their ideas? – can students use transition words (e.g. first, next, finally, in conclusion)?

P1: Introduce Idea

P2: Next P2: Finally

P2: First

P1: Conclusion




16 – Use our knowledge about going green to encourage others to reduce the use of plastic bags. – Organize our ideas into a P2 paragraph in shared writing





– review anchor chart created on day 13 and day 14 – Discuss writing response question with students: Explain how you can encourage others to reduce the use of plastic bags – introduce P2 Power Writing format to students and complete as a shared writing piece with students – model 1

st complete graphic organizer then put ideas into

one paragraph – ask students to help with ideas

Assessment AS Learning – Listen Fors: can students use their background knowledge to give their own green tips ? – can students use the P2 Power Writing graphic organizer to organize their ideas? – can students use transition words (e.g. first, next, finally, in conclusion)?

P1: Introduce Idea

P2: Next P2: Finally

P2: First

P1: Conclusion




17 – Co– construct Success Criteria for creating a P2 paragraph writing




– P2 shared writing graphic organizer and paragraph created on day

15


– review P2 shared writing sample created on day 15 – review anchor charts created on day 13 and day 14 – students write response on line paper or in writing notebooks – students should co– cons trust success criteria for a P2 writing sample

Assessment FOR Learning – Listen Fors: – can students use the P2 Power Writing graphic organizer to organize their ideas? – can students use transition words (e.g. first, next, finally, in conclusion)? – can students independently write their ideas into a paragraph?




18 – Use peer feedback to improve our learning

– anchor chart on how to use teacher feedback

Power Writing template (P2) see below


– P2 shared writing graphic organizer and paragraph created on day

15

– student responses from day 17

– checklist to give peer feedback (See Appendix B)

– use co– constructed success criteria chart created on day 17

Lesson Details

– display anchor chart on how to use teacher feedback

– model for students how to use checklist to give peer

feedback to each other

– studnets re– write their response using peer feedback

Assessment

– Assessment OF Learning

– student should use peer feedback to improve their writing

Listen fors: – can students use their background knowledge to give their own green tips? – can students use the P2 Power Writing graphic organizer to organize their ideas? – can students use transition words (e.g. first, next, finally, in conclusion)? – can students independently write their ideas into a

paragraph?

– can students use peer feedback to improve their

learning?




19 – Recognize and name the codes and conventions of a PSA

– Computer with projector (internet access or Smart Board)

– Visit http://www.youtube.com/watch?v=HrEXjQAobz0

to access video clip Buried in Plastic

Lesson Details

– before we do this we must recognize the codes and

conventions of a PSA

– Codes and Conventions simply means: how can we

recognize the type of text?, what are the characterises of a

PSA?

– tell students that in a couple of weeks they will create

their very own Public Service Announcements (PSA)

– show students clip Buried In Plastic (watch PSA 3 times

once with sound, without sound and then again with sound)

each time ask students to notice the codes and


– Co– create anchor chart with students (see example

below) to organize students thinking about the codes and


Code and Convention Evidence from Text (PSA)

Humour Bags falling out of car this

helps to get people’s

attention

Assessment

– Assessment FOR Learning

– Look Fors: can students recognize the codes and

conventions of a PSA? Can students support codes and

conventions of a PSA with evidence from the text?

http://www.youtube.com/watch?v=HrEXjQAobz0




20 – Explain the author’s message in the PSA Buried in Plastic




– anchor chart created from day 20

– chart paper and markers

Lesson Details

– students should watch PSA Buried In Plastic as students

watch PSA ask them to focus on FOCUS QUESTION:

What is the author’s Message in the PSA. Support your

answer with evidence from the text and your own ideas.

– make anchor chart with two columns (see below)

– co– construct anchor chart with students

Author’s

Message

Evidence

from the text

Schema/Background

Knowledge

Assessment

– Assessment AS Learning

– Look Fors: can students recognize the author’s message

in the PSA?





21 – Explain the author’s message in the PSA – Use the P3 writing format to support your opinion





– Success Criteria chart created on day 4

– P3 Power Writing Graphic organizer


– anchor chart for transition words (See appendix C)

– anchor chart with author’s message created on day 20

Lesson Details

– If needed review PSA Buried in Plastic

– review anchor chart created from day 20

– Introduce P3 writing format to students (See graphic

organizer below)– complete shared writing

Assessment


– Look Fors: can students recognize the author’s message

in the PSA? Can students use transition words in their

response? Can students organize their thoughts into a P3

paragraph?

P1 In my opinion I

think..

Next Finally

First

Transition

word

P1 In conclusion

Transition

word

Transition

word





22 – Co– construct success criteria for a P3 paragraph


– P3 Power Writing Graphic organizer



Lesson Details

– ask students to help co– construct a success criteria

anchor chart for writing a P3 paragraph

– keep chart posted to use for future reference

Assessment


– Look Fors In success criteria anchor chat: – can students use the P3 Power Writing graphic organizer to organize their ideas? – can students use transition words (e.g. first, next, finally, in conclusion)? – can students independently write their ideas into a

paragraph? Can students provide supporting details for

their main ideas




23 – Discuss how the use of camera angles impact the author’s message in the PSA Get the Ball Rolling.

– Codes and Conventions of a PSA anchor chart created on day 19

– PSA Get the Ball Rolling

http://www.youtube.com/watch?v=4MbTVC1BWaY

– Computer with Projector or Smart Board (internet access)

– anchor chart with different camera angles (appendix D)

Lesson Details

– Review codes and conventions of a PSA (anchor chart

created on day 19

– Watch PSA Get the Ball Rolling

– watch PSA 2 or 3 times each time ask students to look at

the different camera angles

– show students anchor chart and watch PSA again this

time divide the class into 4 groups and ask students in each

group to look for 1 of the four different camera angles

outlined in anchor chart

– Then ask students to think pair share about how the

different camera angles impact the author’s message (e.g.

a close up camera angle on a figure means that the figure

is important and the author wants the audience to pay

attention to it)

Assessment

Assessment FOR Learning

– Listen fors: can students apply knowledge of camera

angles to the PSA being viewed?

– can students use resources (e.g. anchor chart) to help

generate their thinking





24 – What is the author’s message in the PSA Get the Ball Rolling – Apply your knowledge of a P3 paragraph to complete your response

– Success Criteria from day 22





– P3 Power Writing Graphic organizer (copy of students)

– Level 4 example created on day 21



Lesson Details

– show students PSA Get the Ball Rolling

– Ask students focus question: What is the author’s

message in the PSA Get the Ball Rolling. Support your

answer with evidence from the text and your own ideas.

– show PSA 3 times once with sound, without sound and

then with sound throughout viewing ask students to focus

on what they think the author’s message is in the PSA

– Co– construct anchor chart for Author’s Message,

Evidence from Text and Own Ideas (See sample below)

Author’s

Message

Evidence from

the text

Schema

– students write response on line paper or in readers

notebook

Assessment




their main ideas





25 – Students get teacher feedback on their paragraph to improve their learning

– Success Criteria from day 22

– Authors Message anchor chart from day 24





– P3 Power Writing Graphic organizer (copy of students)

– Level 4 example created on day 21


– sticky notes for teacher feedback


Lesson Details

– students share teacher feedback (optional)

– students begin to re– write responses based on teacher

feedback

– students are assessed using co– created success criteria

anchor chart created on day 22

– students re– write responses

Assessment




their main ideas

– can students use teacher feedback to improve their

writing?





26 – Recognize and name character traits of Canadian Habitat Hero’s

– Text Book: Dr. Jeroski, Sharon. Literacy In Action. Pearson

Education Canada Inc. 2007 Toronto, Ontario Canada.


Lesson Details

– Read two story pertaining to a Canadian Habitat Hero

– Make an anchor chart (see below) with character and

his/her characteristics

– Model for student how to infer characteristics of a person

– Optional: to support students you can re– create this

anchor chart with other habitat heroes from text or you can

have students do this independently

Assessment


Look fors:

– Can students recognize character traits?

– Can students find evidence from the text to support their

character trait?

– Can students infer character traits

Character Name

________________

Trait:

Evidence from the text:

Trait:


Trait:


Trait:





27 – Recognize and name character traits of Canadian Habitat Hero’s – Create a Facebook Profile of a Canadian Habitat Hero

Text Book: Dr. Jeroski, Sharon. Literacy In Action. Pearson Education

Canada Inc. 2007 Toronto, Ontario Canada.


– computer with Smart Board Notebook 10 software or computer with

projector and MS Word Program

– anchor chart with character traits created on day 26

Lesson Details

– review anchor charts from previous day on character trait

created on day 26

– On computer create a Facebook profile page (moc)

– Discuss Facebook codes and conventions with students

– co–construct success criteria with students on how to

create a Facebook page

– give students a template to create their own Facebook

page

Assessment


Look Fors:

– can students use information from anchor chart created

on day 26 and apply to Facebook page?

– Can students use co– created success criteria to create

their Facebook page

– Students will be assessed according to the success

criteria co–created




28 – Form student groups for PSA Planning Stage – Learn how to plan a story board


– computer with Smart Board Notebook 10 software or computer with

projector and MS Word Program

– anchor chart with character traits created on day 26

Lesson Details

– review anchor charts from previous day on character trait

created on day 26

– On computer create a Facebook profile page (moc)

– Discuss Facebook codes and conventions with students

– co– construct success criteria with students on how to

create a Facebook page

– give students a template to create their own Facebook

page

For more information consult:

Ontario Ministry of Education. (2007). Guide to Effective Instruction In Media Literacy Grades 4 to 6. A Multi– volume Resource from the Ministry of Education. Volume Seven.

Assessment


Look Fors:

– can students use information from anchor chart created

on day 26 and apply to Facebook page?

– Can students use co–created success criteria to create

their Facebook page

– Students will be assessed according to the success

criteria co–created




29 – Introduce story boards – learn about the purpose of a story board

– Chart paper and markers

– Story Board Template (See Appendix E)

Lesson Details

– Students may need 3– 4 days to complete this process

– organize students into groups (mixed ability groupings) into groups with 4 students in each group (or preference)

– Create a sample story board with students and do a think– a– loud as you create your story board (discuss all parts of the story board)

– Keep your sample story board simple (e.g. no more than 3 characters) and make sure to follow the codes and conventions of a PSA

– then create a success criteria for writing your own story board (all members of the group should help in writing and creating their story board)

SUCCESS CRITERIA FOR CREATING A PSA

– brainstorm ideas

– decide on a focussed topic with a strong author’s message

– figure out ways to catch the audiences’ attention

– complete the storyboard template

– get peer feedback on storyboard

– check in with the teacher

– decide on roles for your group (director, camera person, actors)

– practice your PSA

– get peer feedback on your PSA

– film your PSA

– edit your PSA and Screen your PSA

Assessment


– Students will be assessed based on the success criteria

of their story board.

Look Fors:

– Can students follow the codes and conventions of a

PSA?

– Are students working collaboratively in their groups?

– Are students using the success criteria to create their

PSA?

–Are students providing a rationale for their camera

angles?




30 – Assign roles within the groups – Discuss roles for each student

– Chart paper and markers


Lesson Details

– The roles for each group member outlined below is

optional. Feel free to switch up the roles as needed.

Encourage students to reflect on their multiple intelligences

to choose the role that would best fit them.

Group Member 1: Writer (contributes ideas to the story

board, makes changes where needed)

Group Member 2: Producer (over see’s entire project,

follows time lines and ensures all members are working

together)

Group Member 3: Editor (put’s film into computer program

e.g., I– Movie or Movie Maker adds text, sound and visual

imagery where needed)

Group Member 4: Camera Operator (films students).

**NOTE: For our project we purchased Flip brand cameras.

They are fairly inexpensive and easy to use.

Assessment


Look Fors:


PSA?

– Are students working collaboratively in their

groups?

– Are students choosing roles based on their

strengths?




31 Film and Edit student PSA’s – Cameras to film

– Computer Software to Edit (e.g. Movie Maker or I– Movie)


Lesson Details

NOTE: As an option the teacher does not have to film their

PSA they can just practice and perform them in front of the

class.

– Allow students time to practice 1 – 2 weeks and then

students should be ready to film one another

– Make sure to explain to the camera operator how to use

the camera

– Students film and edit PSA’s

Assessment


Look Fors:


PSA?


groups?

– Are students choosing roles based on their

strengths?


32 Celebration of learning – Computer/Projector to watch PSA’s

Lesson Details

– Invite other classes to watch PSA projects

– At the end of the unit ask students to write a one page

reflection on what they learned

Assessment


Look Fors:


PSA?


groups?

– Use success criteria to evaluate students PSA



RESOURCE LIST

NOTE: Not all these resources were used in the direct implementation of the project, however they may be helpful to consult.

Ministry Documents

Ontario Ministry of Education. (2007). Guide to Effective Instruction In Media Literacy Grades 4 to 6. A Multi– volume Resource from the Ministry of Education. Volume Seven.

Ontario Ministry of Education. (2010). Growing Success Assessment, Evaluation and Reporting In Ontario Schools. 1st ed.

(09– 027). Queens Printer for Ontario.

Professional Resources

Martin, Camilla and Leclerc and Jennifer. (Winter 2009). Robust Thinking A Must for All Students. Adapted from

A Guide to Effective Literacy Instruction. 13, (2), 16– 17.

Fisher, Douglas and Frey, Nancy. Feed Up, Back, Forward. (November 2009). Educational Leadership, 67 (3), p. 20 – 25. Retrieved from http://www.ascd.org/publications/educational– leadership/nov09/vol67/num03/Feed– Up,– Back,– Forward.aspx

Brookhart, M. Susan. (2008). Feedback An Overview, Types of Feedback and Their Purpose. How to Give Effective Feedback to Your Student. (Chpater 1 and 2). Retrieved from http://www.ascd.org/publications/books/108019.aspx

T.D.S.B. Documents

Anderson, Neil and Webb, Sylvie et al. Media Studies K– 12. Toronto District School Board. (2005).

Other

Not My Fault Leif Kristiansson and Dick Stenberg

The Lorax Dr. Seuss

Dr. Jeroski, Sharon. Literacy In Action. Pearson Education Canada Inc. 2007 Toronto, Ontario Canada.

http://www.ascd.org/publications/books/108019.aspx



Appendix A

How to Use Feedback

**Display this information on chart paper for students to use as an anchor chart**

– Read the feedback

– Ask the teacher if you don’t understand the feedback

– Re–do you work and consider or think about your feedback

– Make changes only where you need to



Appendix B

Success Criteria Checklist

Peer Feedback

Criteria Met Not Met

In power 1 Did my buddy use the wording of the question in their answer?

In power 2 Did my buddy introduce and explain their idea?



In the conclusion did my buddy summarize the ideas from the power 2’s?

Did my buddy indent at the beginning of their work?

Comments: Something my buddy did well was…. Something my buddy can improve on is….

**Note this checklist can be modified to fit any type of writing**

Appendix C:

Transition Words

**NOTE: Post these words on an anchor chart for students to refer to**

Transition Words for Power 2 Sentences

First, Next, Finally, To begin with, First of all, Above all, Finally, Another, Last of All

Transition Words for Power 3 Sentences

For example, In fact, Another reason, In fact, As a result, Otherwise, Therefore, For this reason, In other words

Power 1 Concluding Sentences

Finally, I think that, I believe, In my own opinion, In conclusion, To conclude, Last of all, To summarize



Appendix D:

Camera Angles

**NOTE: Post on an anchor chart for students to use during the unit**

Straight On (at eye level): – shows the object and the background

Close Up: – makes the object appear large, cannot see much of the background and makes the object seem important

Low Angle (Looking Up): – shows power, shows the object is important

High Angle: – makes the object seem smaller and less important

Long Shot: – shows the image as “life size”, makes the image seem less important

Appendix E:

STORYBOARD

SHOT # 1

IMAGE/TEXT:

DIALOGUE:

MUSIC:

CAMERA ANGLE: RATIONALE:

EXPLANATION OF SHOT:



SHOT # 2

IMAGE/TEXT:

DIALOGUE:

MUSIC:





SHOT # 3

IMAGE/TEXT:

DIALOGUE:

MUSIC:





SHOT # 4

IMAGE/TEXT:

DIALOGUE:

MUSIC:





SHOT # 5

IMAGE/TEXT:

DIALOGUE:

MUSIC:





SHOT # 6

IMAGE/TEXT:

DIALOGUE:

MUSIC:



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